“Asking why, what are you going to do next, how would you improve etc. are self-consequences. Effort and time on task – the latter can be less predictive if the time on task is not purposeful and appropriately focused. Effort is more about the motivation to apply and give the time” (John Hattie, personal communication, January 26, 2019).
Articles in this section
- In your experience, is there any research that demonstrates the positive impact instructional aides have in the classroom? Our superintendent stated there is zero research that supports the claim having them in our classroom makes a difference.
- To me, the issue is the extent to which students are, or are not, socially engineered into believing in the most important thing one is able to believe in, i.e. oneself, i.e. confidence. Thoughts?
- What method/model should replace learning styles? Your book discusses the various phases of learning. Would I be correct to assume that this would be a preferred method to view how students learn?
- I am curious about the poor student achievement outcomes associated with student control over learning.
- How would you recommend schools to teach students learning strategies when general study skills sessions are discouraging, and given that most teachers do not have formal training in learning strategies (which is the case at least in Norway)?
- Why is self-regulation strategies and meta-cognitive strategies placed under "acquiring deep learning"?
- What is "Self-consequences" and the difference between "Effort" and "Time on task?”
- Could lead me in the direction to where I can find articles that substantiate your view that growth mind-set is not beneficial in every situation?
- Do you have any suggestions for high impact strategies that link to differentiation?